Training Satisfaction Research Articles

Enhancing clinical skills in pediatric trainees: a comparative study of ChatGPT-assisted and traditional teaching methods

BackgroundAs artificial intelligence (AI) increasingly integrates into medical education, its specific impact on the development of clinical skills among pediatric trainees needs detailed investigation. Pediatric training presents unique challenges which AI tools like ChatGPT may be well-suited to address.ObjectiveThis study evaluates the effectiveness of ChatGPT-assisted instruction versus traditional teaching methods on pediatric trainees’ clinical skills performance.MethodsA cohort of pediatric trainees (n = 77) was randomly assigned to two groups; one underwent ChatGPT-assisted training, while the other received conventional instruction over a period of two weeks. Performance was assessed using theoretical knowledge exams and Mini-Clinical Evaluation Exercises (Mini-CEX), with particular attention to professional conduct, clinical judgment, patient communication, and overall clinical skills. Trainees’ acceptance and satisfaction with the AI-assisted method were evaluated through a structured survey.ResultsBoth groups performed similarly in theoretical exams, indicating no significant difference (p > 0.05). However, the ChatGPT-assisted group showed a statistically significant improvement in Mini-CEX scores (p < 0.05), particularly in patient communication and clinical judgment. The AI-teaching approach received positive feedback from the majority of trainees, highlighting the perceived benefits in interactive learning and skill acquisition.ConclusionChatGPT-assisted instruction did not affect theoretical knowledge acquisition but did enhance practical clinical skills among pediatric trainees. The positive reception of the AI-based method suggests that it has the potential to complement and augment traditional training approaches in pediatric education. These promising results warrant further exploration into the broader applications of AI in medical education scenarios.

Analysis of Training and Work Performance on Career Development and Its Implications on Organizational Commitment and Job Satisfaction of Police Members of The HR Berau of Gorontalo Police: A Quantitative Analysis

This quantitative study investigates the relationship between training, job performance, career development, organizational commitment, and job satisfaction among police officers in the HR Bureau of Gorontalo Regional Police. Data were collected through a survey from a sample of 157 officers and analyzed using SPSS version 26. Descriptive, correlation, regression, and mediation analyses were conducted to explore these relationships. The results showed significant positive correlations between training, performance, career development, organizational commitment, and job satisfaction. Regression analysis showed that both training and job performance significantly predicted career development, organizational commitment, and job satisfaction. Mediation analysis further demonstrated the mediating role of career development in explaining the relationship between training, job performance, organizational commitment, and job satisfaction. These findings underscore the importance of investing in training programs and developing career development pathways in police organizations to improve organizational outcomes and officer well-being.

ATHLETES’ SATISFACTION TOWARDS SPORT TRAINING: AN INITIAL INVESTIGATION AND DEVELOPMENT OF QUESTIONNAIRE

&lt;p&gt;This study aims to investigate and develop a questionnaire to measure athletes’ satisfaction towards sports training. This quantitative research used a structural equating modeling (SEM) approach with the help of Smart-PLS. The population of this study consisted of athletes from Yogyakarta Province, Riau Province, and South Kalimantan Province. The sample was 806 athletes from 27 sports (Table 1) who will compete at the National Sports Week (PON) 2024. PON is a multi-event tournament held every four years in Indonesia, so athletes who will compete have high experience and performance. Athletes who participated in this research were aged 22.6±8.3 years, and they had 10.3±4.7 years of training experience. Instrument preparation is done by reviewing the literature and focus group discussions (FGD) involving sports coaching lecturers and nationally licensed coaches. The results of this study are that the outer loading value is &amp;gt;0.7, and the discriminant validity value (Fornell-Larcker Criteria) is &amp;gt;0.7. Cronbach Alpha Reliability and Composite Reliability also showed &amp;gt; 0.7. Goodness of Fit (GoF) shows an SRMR value of 0.076&amp;lt;0.10 or &amp;lt;0.08, so the model fits the data. The predictive relevance test or Q Square is 0.9&amp;gt;0, so this study has a good observation value. Based on the results, the questionnaire consisted of 16 items divided into four dimensions (Appendix 1), namely the dimensions of training quality, mental and emotional health, competitive performance, and competitive experience. In conclusion, a questionnaire can measure athletes’ satisfaction towards sports training. From the results of this study, it is recommended that athletes’ sports training satisfaction variable be tested on indirect influences as mediating or intervening variables. It can also be used as a variable that strengthens or weakens (moderator). Then, it is combined with other independent and dependent variables in management, psychology, society, education, and sports. So that in the future, it can produce more comprehensive research.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0711/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The impact of gamification on training, work engagement, and job satisfaction in banking

AbstractThis study contributes to the comparative analysis of outcomes between gamified and traditional training systems in the banking sector. On‐the‐job training is a vital aspect of the process of enhancing work performance within organizations. Thus, by employing a case‐based asymmetric configural approach rooted in nonlinear and contrarian case analysis, this research investigates the impact of gamified training on human resource development. A global empirical survey of 388 banking employees revealed that a combination of complexity theory and configural analysis provides valuable insights into the outcomes of both gamified and conventional training methods. In the face of increasing competition, banks are compelled to enhance their professionalism by boosting employee motivation. It becomes apparent that there is no straightforward, necessary and sufficient path available to guarantee high levels of engagement and job satisfaction. Notably, some of these results challenge the expectations of self‐determination theory (SDT), which posits the satisfaction of three basic psychological needs during training. These findings contribute to an enriched understanding of the nuanced application of complexity theory in the context of SDT research, particularly regarding the training and development of gamified systems for banking organizations and other service‐oriented sectors that can benefit from such innovative training approaches.

Facebook Challenge: Integration of Breastfeeding for Sick Babies and E-Training to Enhance the Knowledge of Healthcare Workers

Background Although the Thailand Breastfeeding Center has supported breastfeeding for sick babies since 2014, it has been found that breastfeeding in infants is still 40% lower than national targets. Objective This research aimed to test the effectiveness of online breastfeeding training through social media to further the knowledge of healthcare workers. Methods A quasi-experimental research study of a sample group of 60 workers was conducted between the neonatal step-down unit and the postpartum care unit. Research instruments consisted of breastfeeding e-training through a Facebook platform, knowledge testing on the breastfeeding of sick newborns, an online training satisfaction assessment form, data analysis by frequency and percentage, averaging, and testing by t-test, chi-square, and the Fisher exact test. Results The mean and standard deviation of knowledge before training in the experiment and control group were 22.40±2.11and 23.43±3.32, respectively. After the intervention, the experimental group was 31.93±1.98, and the control group was 24.06±2.14. It was found that the average knowledge score pertaining to the breastfeeding of high-risk neonates in the group that had undergone online training was higher than the group that had undergone ordinary supervision (p&lt; 0.001). Conclusion It can be seen that asynchronous e-training may be one alternative for the knowledge development of healthcare workers in promoting breastfeeding for families with sick newborns.

Developing professional development for vocational teachers based on the OBE framework and its effect on trainees’ learning motivation and training satisfaction

Professional Development (PD) for teachers plays a significant role in nurturing new skills, extending updated knowledge and promoting educational reform. The concept of Outcome-Based Education (OBE) is highly recognised in the field of education as it matches the student-centred claim and emphasises measurable learning outcomes. In order to improve the training effectiveness and stimulate vocational teachers’ learning motivation, authors in this research developed a PD for vocational teachers according to the design process and learning outcomes of the OBE concept. Trainees’ learning motivation is measured through the questionnaire based on Kirkpatrick’s model of training evaluation and the ARCS Model of motivation. A total of 40 secondary vocational teachers and 40 higher vocational teachers from Guangdong, China were enrolled in this research. The analysis of quantitative data was conducted using paired samples t-test and one-sample t-test to evaluate trainees’ motivation and satisfaction throughout the PD. The findings of this research suggest that the PD design based on the OBE framework has a significant impact on trainees’ learning motivation and training satisfaction according to the comparison of the data collected from trainees before and after attending the PD.

Sentiment Analysis Siap Kerja Training Services with Naive Models Bayes and SVM

Training service Siap Kerja has an important function in improving the quality of human resources and developing a competent workforce in various industrial sectors. To ensure trainee success and satisfaction, sentiment analysis in trainee reviews is essential to evaluate the strengths and weaknesses of the service offered. This research intends to compare the performance of algorithms Support Vector Machine (SVM) and Naive Bayes in sentiment analysis of trainee reviews on pages service training Siap Kerja. Review data was collected using web scraping on the Siap Kerja training service page by collecting ratings and reviews of training participants after completing the training they attended on the page training service Siap Kerja. Methods of data pre-processing, data sharing, feature extraction, model training, model evaluation, and results analysis were used in this research. The research results show that the SVM model has higher accuracy (0.93) compared to the Naive model Bayes (0.80). Additionally, positive sentiment was found at 99%, negative at 0.3%, and neutral at 0.7%. ased on the results of this research, it is recommended that the SVM model be used in sentiment analysis in the context of Siap Kerja training services and that the model be optimized to improve performance in classifying reviews with negative or neutral feelings.

Effects of proof-of-concept training on reducing work stress and anxiety of juniormedical staff: a randomized controlled trial proof-of-concept.

Psychological stress and anxiety have seriously affected the ability of new clinicians to adapt and coordinate their clinical work. Traditional pre-job training is often not very good at assisting new recruits to regulate their emotional problems. This study is a randomized controlled study. A total of 435 newly recruited clinicians participated in the study. 428 clinicians were randomized into a control group (n = 214) and an intervention group (n = 214). The control group conducted regular pre-job training. Doctors of the intervention group attend a themed course every two weeks on the basis of regular induction training. Their physiological status was evaluated by Perceived Stress Scale (PPS-10), Generalized Anxiety Scale (GAD-7) and Psychological Resilience Scale (CD-RISC-10) 3months later. Participants in the intervention group received a training satisfaction questionnaire. After entering the clinic for 3months, the PSS-10 and GAD-7 scores of the intervention group were significantly lower than that of the control group. Consistently, the CD-RISC-10 score of new clinicians who received proof-of-concept pre-job training was significantly higher than that of new doctors in the control group. New doctors received the proof-of-concept group experienced alleviation in stress and anxiety.

Pengaruh Knowledge Management, Pelatihan dan Kepuasan Kerja terhadap Produktivitas Kerja pada UMKM Kampung Batik Giriloyo Kabupaten Bantul

This research aims to determine the influence of knowledge management, training and job satisfaction on work productivity in MSMEs in Batik Giriloyo Village, Bantul Regency, both partially and simultaneously. In this research, researchers used quantitative research methods. The number of batik making samples that will be taken from the UMKM Batik Village Giriloyo, Bantul Regency is 60 respondents. The data in this study was collected using a questionnaire. Data analysis using Multiple Linear Regression. The research results show that knowledge management has a negative and insignificant effect on work productivity. Training has a positive and significant effect on work productivity. Job satisfaction has a positive and significant effect on work productivity. Knowledge Management, training, and job satisfaction have a positive and simultaneous effect on work productivity.

A comprehensive study of modified three-month pediatrics training curriculum at Shahid Beheshti University of Medical Sciences and its impact on student satisfaction

ObjectivesContinuous curriculum improvements reveal the dedication of policy-makers to raising the quality of education and student learning. This study aims to report the impact of curriculum changes to the three-month pediatric course curriculum at Shahid Beheshti University of Medical Sciences (SBMU) on the satisfaction levels of medical students.MethodsOne hundred eighteen 4th-5th years medical students, who had completed their pediatric clinical rotation in SBMU-affiliated teaching hospitals including Mofid Children Hospital, Loghman Hakim Hospital, Shohada-e-Tajrish Hospital, and Imam Hossein Hospital from January to December 2022 were included in this cross-sectional study. After obtaining informed consent, a questionnaire was sent out to all participants, that included 27 statements about the impact of the modified curriculum on their satisfaction with their learning and performance. SPSS version 22 was used to analyze the data.ResultsThe level of satisfaction of trainees from attending clinics was 82-56%, prior introduction to the course was about 82%, and attending general hospitals (all hospitals except Mofid Children hospital, which is the only children hospital affiliated to SBMU) was 82-97%. The quality of patients-based learning was reported in terms of attendance at morning report sessions which was 92.3%, attendance at ward rounds, which was 71.8%, and attendance at clinics, which was 62.4%. The satisfaction rate from the senior attending mentor was 96.5%. The satisfaction rate of the pathology course was 67.2%, and the radiology was 82.4%. The satisfaction level of medical students from the infectious disease department was 70% and the gastroenterology department was 83.8%. The level of satisfaction with the implementation of the twelve-week program was 68.7%, with the expressiveness and usability of the presentation of materials was 53.9%, with the compatibility of the exams with the presented materials was 92%, and withholding weekly exams was 86.8%. The satisfaction rate of using the materials presented in the final exam in the digestive department and the infectious department was 85% and 68%, respectively. The overall satisfaction rate of the training course was 76.66%.ConclusionThe results provide vital insights for improving medical education. According to this study, medical student satisfaction with the pediatric curriculum after its recent revisions was in a satisfactory range. Attendance at clinics, information sharing, patient-based learning, practical training, attending mentorship, curriculum clarity, and alignment with student expectations all contributed to participants' high levels of satisfaction.

Application of Neural Rehabilitation Manipulator Training in Upper Limb Rehabilitation of Stroke Patients with Hemiplegia

Objective: To analyze the application of neural rehabilitation manipulator training in upper limb rehabilitation of stroke patients with hemiplegia. Methods: 94 patients with hemiplegia after stroke were selected from January 2021 to January 2023. The patients were randomly divided into a control group and an observation group, with 47 cases in each group. The control group received routine rehabilitation training while the observation group received neural rehabilitation manipulator training. The upper limb and nerve function, daily task performance ability, quality of life, and rehabilitation training satisfaction were compared between the two groups. Results: There was no significant difference in upper limb and nerve function between the two groups before training, P &gt; 0.05. After training, the observation group had 51.45 ± 8.75 points in ARAT and 52.59 ± 8.48 points in FMA-UE, which were higher than those in the control group with 43.81 ± 6.67 points and 45.51 ± 7.31 points respectively, P &lt; 0.05. The observation group had 5.71 ± 1.53 points in NIHSS, which was lower than those in the control group with 8.04 ± 2.39 points, P &lt; 0.05. In terms of daily task performance ability and quality of life, there was no significant difference between the two groups before training, P &gt; 0.05. After training, the observation group had 78.54 ± 10.63 scores in MBI and 171.93 ± 19.12 scores in SS-QOL, which were higher than those in the control group with 70.51 ± 9.25 scores and 160.13 ± 18.42 scores respectively, P &lt; 0.05. In terms of satisfaction, the total satisfaction rate of the observation group was 93.62%, which was higher than that of the control group with 74.47%, P &lt; 0.05. Conclusion: The application of neural rehabilitation manipulator training in the upper limb rehabilitation of stroke patients with hemiplegia can significantly improve the upper limb function of patients, relieve nerve defects, improve daily task performance ability and quality of life, and increase patient satisfaction with rehabilitation training.

Reliability and validity of the training satisfaction questionnaire for family members (TSQ-FM) entering the ICU during an isolation disease outbreak

BackgroundThe presence of family members in an isolated ICU during an isolation disease outbreak is restricted by hospital policies because of the infectious risk. This can be overcome by conferring to family members the skill and the ability to safely don and doff the personal protective equipment (PPE) through a nurse-led training intervention and assess their satisfaction, to respond to the need to define a safe, effective and quality care pathway focused on Family-Centered Care (FCC) principles. Objectivethe study aimed to build a valid and reliable instrument for clinical practice to assess family members’ satisfaction to allow ICU nurses to restore family integrity in any case of infectious disease outbreak that requires isolation. MethodsA cross-sectional study was conducted to test the psychometric properties. The questionnaire was constructed based on a literature review on the needs of family members in the ICU. 76 family members were admitted to a COVID-ICU. Cronbach's coefficient, Geomin rotated loading, and EFA were applied to assess the reliability and validity of the instrument. ResultsThe Kaiser-Mayer-Olkin (KMO) measure was 0.662, the Bartlett sphericity test showed a significant p-value (χ²=448.33; df=45; p < 0.01), Cronbach's alpha coefficient was.896. A further CFA analysis confirmed that all fit indices were acceptable. The results showed satisfactory validity and reliability, which could be generalized and extended to any outbreak of isolation disease. ConclusionsThis study provides a valid and reliable instrument for clinical practice to maintain family integrity in the dyadic relationship between the patient and the family member, even during an emergency infectious disease outbreak that requires isolation.

520 Johns Hopkins Institute for Clinical and Translational Research (ICTR) - Research Personnel Onboarding Program

OBJECTIVES/GOALS: In Sep 2022, Johns Hopkins Research Coordinator Support Service launched Research Personnel Onboarding Program. The program on board in experienced individuals in 6-8 weeks, tailoring training plans to Investigator and study needs. It also offers Ongoing Support to enhance sustainability and adaptability. METHODS/STUDY POPULATION: * Assess Principal Investigator (PI)’s need Evaluate study’s need Understand trainee’s background Develop a personalized training plan (∼6-8 weeks) Weekly updates Ongoing mentorship Research staff spend 200+ training hours, depending on their need. Training encompasses various modalities: Interactive 1:1 onboarding sessions, Online, and Instructor-led trainings and sessions cover a wide range of topics, including: * Mandatory JHU/Institutional Review Board trainings * Good Clinical Practice * Regulatory submissions * Screening/Consenting * Monitoring/Auditing * Visit conduct * Clinical skills * Soft Skills Figure 1. Chart shows cumulative onboarding hours that focus on “How” to do tasks Figure 2. Chart shows cumulative training hours that focus on regulations, ethics and “Why” for tasks RESULTS/ANTICIPATED RESULTS: * The program contributed nearly 4000 hrs. of research staff training in the past 1 year * The program received 26 requests from investigators; 14 Completed the onboarding program, 1 Active, 5 Projected (Future start date), and 6 Cancelled (HR issues, lack of fund, or hired a trained staff) * 22 requests opted in the “Ongoing Support” * Ongoing Support, is averaged at 1 hr./month for the first 3-6 months. This indicates program success in empowering independent task performance * Developing REDCap request had significantly reduced meetings and paperwork * Web-Based Clockify invoicing has drastically reduced monthly manually invoicing processing time DISCUSSION/SIGNIFICANCE: * Grow the next generation of clinical research professionals * Centralize and standardize expert onboarding throughout the University * Improve outcomes, enhanced productivity, knowledge sharing, collaboration, and innovation * Decrease frustration and enhance satisfaction of trainees and departments

Mapping Success: Quantifying Youth Satisfaction in the Work Readiness Program of Additional Skill Acquisition Programme

Additional Skill Acquisition Programme Kerala (ASAP Kerala) is a Government Company formed with a great vision to curb the unemployment problem of youth in Kerala by identifying the skill gaps and providing them with skill training to enhance their employability skills. ASAP’s Work Readiness Programme is designed to improve the interview skills of an applicant and therefore he/ she can confidently present his/her thoughts before an interview panel. The researcher tries to find the answers to the question “How satisfied are participants with the overall quality of the Work Readiness Programme?” And “Is there any significant difference in the satisfaction level of the Work Readiness program between male and female respondents? To provide the solution, the following objectives were set: to examine the satisfaction of youth towards the Work Readiness Programme and to analyse any significant difference in the training satisfaction of male and female participants. Both descriptive and analytical research designs were used. Primary Data were collected using a structured questionnaire from the program’s beneficiaries. The study used the Training Satisfaction scale developed by Holgado Tello et al.to collect data. Various statistical tools like percentage analysis, mean score, and Mann- Whitney U test were used for analysis. To perform analysis researcher used SPSS statistics. The study revealed that most of the beneficiaries are satisfied with the program

How training quality, trainer competence, and satisfaction with training affect vocational identification of apprentices in vocational education programs.

Vocational identification means being identified with an organization and with one's career. Both are key objectives of vocational education and training (VET) programs and advantageous for employees and employers. For employees, vocational identification is often associated with positive work-related emotions and job satisfaction; for employers, workers' identification with the organization and the career enhances their performance and reduces turnover. Thus, investment in employees' professional development that has the potential to support vocational identification is advantageous for all involved. In light of current demographic changes and a decreasing demand for full-time work, which are leading to a shortage of skilled workers and lower enrolment in apprenticeship programs, it is essential to bind young talents to companies at an early stage and avoid resignations during or after training. Findings from various empirical studies confirm that those who identify with their chosen career and the organization for which they work are more satisfied, think less about quitting, and perform better. Little empirical research has been conducted on how apprentices in VET programs identify with their career or organization or the extent to which such identification enhances their job satisfaction. In this study, we therefore investigate factors that influence apprentices' identification with their career and organization, in particular, the effects of training quality and trainer competence. Our results indicate that apprentices identify strongly with their career and with the organization where they are doing their training and are mostly satisfied with the quality of their training. Structural equation modeling reveals the relevance of career choice, training quality, and job satisfaction for identification with an organization and (less) with a career. The learning and working conditions in the organization, and more specifically, the variety of tasks offered to the apprentices and the trainer's pedagogical aptitude explain satisfaction with the training and career identification; the trainer's presence and the apprentices' satisfaction with training explain, to some degree, variance in organizational identification.

Implementing Approach-Bias Modification as Add-On to Varieties of Clinical Treatment for Alcohol Use Disorders: Results of a Multicenter RCT

Introduction: Abstinence rates after inpatient treatment for alcohol use disorder (AUD) are modest (1-year rate around 50%). One promising approach is to re-train the automatically activated action tendency to approach alcohol-related stimuli (alcohol-approach bias) in AUD patients, as add-on to regular treatment. As efficacy has been demonstrated in well-controlled randomized controlled trials, the important next step is to add alcohol-approach-bias modification (alcohol-ApBM) to varieties of existing treatments for AUD. Therefore, this prospective, multicenter implementation-RCT examined whether adding alcohol-ApBM to regular treatments (various abstinence-oriented treatments including both individual and group-based interventions) would significantly increase abstinence rates compared to receiving regular treatment only, in a variety of naturalistic settings with different therapeutic approaches. Methods: A total of 1,586 AUD inpatients from 9 German rehabilitation clinics were randomly assigned to receive either ApBM in addition to regular treatment or not. Training satisfaction of patients and therapists was measured after training. Success rates were determined at 3, 6, and 12 months post-treatment. Results: Return rates of the post-treatment assessments varied greatly between clinics, often being low (18–76%). Nevertheless, ApBM significantly increased success rates after 3 months. After 6 and 12 months, the differences were not significant. ApBM was evaluated mostly positively by patients and therapists. Discussion/Conclusion: ApBM was an effective add-on to regular treatment of AUD at 3 months follow-up, across a variety of AUD treatment settings. However, low return rates for the clinical outcomes reduced the effect size of ApBM considerably. The application of ApBM proved feasible in varying clinical settings, offering the opportunity to modify automatic processes and to promote abstinence.

Evaluation of Officer Development Program Training

The previous research indicates that the evaluation of training programs has not addressed the performance aspects of each participant. Therefore, this study aims to evaluate the Officer Development Program (ODP) training using the Kirkpatrick model at the reaction level (training satisfaction), learning (learning outcomes), and behavior. To address this research objective, the research method used in this study is a mixed-method approach. Several instruments, such as questionnaires, tests, and interviews, were employed to gather information. The research subjects were seven ODP participants. The results of the evaluation at the reaction level show that overall, ODP participants are quite satisfied with the onsite training. At the learning level, out of the seven ODP participants, one scored below 60. At the behavior level, all ODP participants did not complete 100% of the required tasks in each department. However, all ODP participants not exhibited behavior in line with the indicators required. From the evaluation results, it can be concluded that the training evaluation for ODP (Officer Development Program) has not been effective in achieving the program's goals. Recommendations for the training program include modifying the learning model to enhance adaptability, resilience, job management, and problem-solving skills.

Rapid cycle deliberate practice: application in forceps simulation training for gynecology and obstetrics residents

Background Rapid Cycle Deliberate Practice (RCDP) has gained prominence in recent years as an innovative teaching method in simulation-based training for adult and pediatric emergency medical skills. However, its application in the training of forceps delivery skills among obstetrics and gynecology residents remains unexplored. This study aimed to assess the impact of RCDP in this domain. Methods Conducted in March 2021, this randomized controlled study involved 60 second-year obstetrics and gynecology residents undergoing standardized training. Participants were randomly assigned to the RCDP group or the traditional teaching method (TTM) group, each comprising 30 residents. The RCDP group followed the RCDP practice mode, while the TTM group adhered to conventional simulation teaching. Post-training assessment of operational proficiency was conducted immediately and after one year. Independent operational confidence and training satisfaction were evaluated through questionnaire surveys and the Satisfaction with Simulation Experience (SSE) scale. Data analysis utilized SPSS 23.0. Results The RCDP group displayed significantly higher immediate post-training forceps operation scores compared to the TTM group (92.00 [range: 90.00–94.00] vs. 88.00 [range: 86.75–92.00]; z = 3.79; p < .001). However, no significant difference emerged in forceps operation scores after one year (86.00 [range: 85.00–88.00] vs. 85.50 [range: 84.00–88.25]; z = 0.54; p = .59). The RCDP group exhibited notable performance improvement over the TTM group (z = 3.49; p < .001). Independent operation confidence showed no significant discrepancy (p > .05). Importantly, the RCDP group reported higher satisfaction scores, particularly in the Debriefing and Reflection subscale (44.00 [range: 43.00–45.00] vs. 41.00 [range: 41.50–43.00]; z = 5.24; p < .001), contributing to an overall superior SSE score (z = 4.74; p < .001). Conclusions RCDP exhibits immediate efficacy in elevating forceps delivery skills among residents. However, sustained skill enhancement necessitates innovative approaches, while RCDP’s value lies in tailored feedback and reflection for enriched medical education.

Using a Learning Collaborative Model to Improve Youth Psychiatric Residential Treatment

ABSTRACT As part of a transformation initiative, a behavioral health managed care organization partnered with 14 youth psychiatric residential treatment facilities (PRTFs) through a Learning Collaborative to support clinical training, family engagement, community integration, and medication monitoring. Self-reported progress toward sustainable implementation, monitored monthly, improved significantly over time (F = 15.05, p < .0001). Clinical and direct care PRTF staff (N = 1,580) received either in-person or virtual clinical training. Scores on a pre- and post-training knowledge test increased significantly for both in-person and virtual training (p < .001 for both), and training satisfaction was high. Percentage of youth with therapeutic family sessions per month did not change over the Learning Collaborative; this percentage began and remained high (Range: 90.71% to 93.37%). Strategies to engage youth and families in organizational governance increased significantly (e.g. including youth/family partners on staff and in program development). The number of partnerships between PRTFs and community-based behavioral health providers did not change over time. Instead, number of partnerships began and remained high (Range: 38.36 to 48.08). PRTFs also tracked medications monthly to develop internal systems to monitor prescribing practices. This study highlights the value of partnerships and the Learning Collaborative approach to support a continuous quality improvement process.

The Impact of Service Quality on Teachers’ Satisfaction: The Case of Battambang Teacher Education College

The objective of this study was to investigate the impact of the English Literacy Training Project (ELTP) on the satisfaction of primary school teacher trainees at Battambang Teacher Education College (BTEC), with a specific emphasis on the quality of service provided. Adopting a quantitative research approach, the study distributed 141 questionnaires using random sampling techniques and analyzed the data through descriptive and inferential statistics. The analysis, incorporating Pearson's correlation and regression analyses, aimed to clarify the relationships and effects posited by the research hypotheses. The findings highlighted that the quality of service, across five dimensions—reliability, assurance, tangibility, empathy, and responsiveness—played a significant role in influencing the satisfaction levels of the primary school teacher trainees. Based on these insights, the study suggests improvements that could yield substantial and lasting benefits for both the project's implementers and the educators at BTEC. The importance of this study stems from its demonstration of the crucial role that efficient operational services play in elevating the satisfaction of primary school teacher trainees. It offers valuable guidance for organizations to examine service quality more critically and identify areas where beneficiary satisfaction may be lacking, thereby facilitating ongoing enhancements to service delivery.